results and recommendations. The TISA case manager/coordinator will ensure the TISA Evaluation Report (D/M 157I) is developed. • Step 6: Review Evaluation at IEP Meeting Within 60 days following the receipt of parent consent to evaluate for temporary intensive supports, an IEP team shall review the results of the evaluation and recommendations at an IEP meeting. If the IEP team determines a need for temporary intensive supports, it is written on the IEP with specific goals, monitoring strategies, fading strategies, and review dates. Regardless of the circumstances that may indicate the need for support, it is imperative for every IEP to address the skills that will be taught in order for the temporary intensive supports to be faded. The level of support required for the student to advance appropriately toward annual goals needs to be defined. A systematic, written plan should specify how additional support should be utilized and monitored. The TISA Initial Plan (D/M 157J) should be used to develop the initial plan. An IEP meeting should be convened if necessary to modify the temporary intensive supports. Discussion at this meeting should be concluded with a written plan outlining the team's criteria and possible timeline for phasing out the necessity for temporary intensive supports. To assist LEAs in developing appropriate independence and fading plans, IEP teams should refer to the TISA Terms and Definitions of Fading (D/M 157 Appendix B), TISA Checklist to Support Independence (D/M 157 Appendix C), and the TISA Independence/Fading Resources (D/M 157 Appendix D) . • Step 7: Request/Assign Temporary Intensive Support: Personnel When an IEP team has determined that temporary intensive supports in the form of additional staff is required, the special education director or designee will process the appropriate paperwork in accordance with LEA procedures. • Step 8: Annual Review The goal for any student with special needs is to encourage, promote, and maximize independence. Periodic observations and review of data may be required to assess the effectiveness of this additional support and to monitor the duration of services. The IEP team should identify the next scheduled observation date, often within six months and no later than the next annual IEP review, to continually monitor the effectiveness of the temporary intensive supports provided to the student. The TISA Annual Review Fading Plan (D/M 157K) should be used to review and determine the current needs of the student. Section F: Training It is critical that all staff receive appropriate training on the student’s health issues, curriculum modifications, the student’s instructional environment, behavioral interventions, using and fading prompts, data collection and reporting, etc.
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
Page 34
Made with FlippingBook interactive PDF creator